TLAC Strategy: Do It Again
What is this strategy?
Do It Again is a strategy that teachers can use to perfect students’ behavior. This strategy gives students more practice in doing the requested behavior so every student does it correctly. When using this technique to ingrain the behavior in students’ brains, it is important to speak positively and focus on achieving excellence. Do It Again creates group accountability and builds an incentive for students to behave appropriately since it makes them responsible to not only their teacher, but also their peers. This strategy focuses on the consequence of learning to do the desired behavior not only correct, but the best it can be done.
Why should this strategy work in terms of theory or research?
This method is successful because research shows that by doing regular practice (automatic practice) kids are more likely to remember the knowledge or in this case, what they are supposed to do. In addition, the teacher is using shaping to encourage the desired good behavior. Shaping behaviors or reinforcing successive approximations is a good way to teach someone how to complete a behavior if they don’t already know the desired behavior. In the strategy, Do It Again, the teacher uses positive encouragement and reminds students how to complete the correct behavior. Research also proves that this method is good because there is a short lag time between the action and response. If the kids do not do the behavior well enough, the teacher immediately asks them to do it better. Since the original action is still fresh in their memory, once the teacher points out what was not done appropriately, students can make connections between the two much easier. In class we also discussed logical consequences, where the punishment should fit the crime. The Do It Again strategy helps students understand what they did wrong by making the punishment them doing the behavior correctly. By having them do it until they can do it great makes more sense as a consequence then the students missing part of recess for example.
What would this look in your classroom?
Since I want to teach young children in elementary school, I will definitely be using this helpful Do It Again strategy, especially when lining up. First I would show the students the proper way to line up at the door (quietly, pushing in chairs, no running), and then I would have them do it. The Do It Again technique is all about practicing until the behavior is done great; therefore, I would continually ask my students to do it better. Students will begin to understand what they can do better and perfect lining up at the door. I would use this strategy when necessary (once they got it down), making the consequence of doing the behavior incorrectly just doing it better. Speaking positively would encourage the children that they should try to do their best in everything in life.
Do It Again is a strategy that teachers can use to perfect students’ behavior. This strategy gives students more practice in doing the requested behavior so every student does it correctly. When using this technique to ingrain the behavior in students’ brains, it is important to speak positively and focus on achieving excellence. Do It Again creates group accountability and builds an incentive for students to behave appropriately since it makes them responsible to not only their teacher, but also their peers. This strategy focuses on the consequence of learning to do the desired behavior not only correct, but the best it can be done.
Why should this strategy work in terms of theory or research?
This method is successful because research shows that by doing regular practice (automatic practice) kids are more likely to remember the knowledge or in this case, what they are supposed to do. In addition, the teacher is using shaping to encourage the desired good behavior. Shaping behaviors or reinforcing successive approximations is a good way to teach someone how to complete a behavior if they don’t already know the desired behavior. In the strategy, Do It Again, the teacher uses positive encouragement and reminds students how to complete the correct behavior. Research also proves that this method is good because there is a short lag time between the action and response. If the kids do not do the behavior well enough, the teacher immediately asks them to do it better. Since the original action is still fresh in their memory, once the teacher points out what was not done appropriately, students can make connections between the two much easier. In class we also discussed logical consequences, where the punishment should fit the crime. The Do It Again strategy helps students understand what they did wrong by making the punishment them doing the behavior correctly. By having them do it until they can do it great makes more sense as a consequence then the students missing part of recess for example.
What would this look in your classroom?
Since I want to teach young children in elementary school, I will definitely be using this helpful Do It Again strategy, especially when lining up. First I would show the students the proper way to line up at the door (quietly, pushing in chairs, no running), and then I would have them do it. The Do It Again technique is all about practicing until the behavior is done great; therefore, I would continually ask my students to do it better. Students will begin to understand what they can do better and perfect lining up at the door. I would use this strategy when necessary (once they got it down), making the consequence of doing the behavior incorrectly just doing it better. Speaking positively would encourage the children that they should try to do their best in everything in life.